Friday the 11 th of June: Supervision and Assessment

1. Friday the 11th of June:Supervision and Assessment 09.00: Cases on supervision (LK + LPJ) 11.00: Supervision - strategies and tools (LPJ) 12.00: Lunch 12.45: Assessment (AK) 15.00: Development of action plans – and peer review of action plans (AK) 15.30: Evaluation (AK) Supervision and Assessment

2. Role-play • Six role plays illustrate supervising situations (meetings) • Imagine that your group is working on the project from yesterday • The group members assign roles between themselves, so that the outlined situation in the role play occurs • Each role play lasts approximately 15 minutes • Each role play is commented by 4-5 observers Supervision

3. Supervision – strategies and tools Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East Phone: + 45 96358740, e-mail: lpj@control.auc.dk URL: http://www.control.auc.dk/~lpj Supervision

4. Forms of Supervision • Process supervision • Product supervision • Control Supervision • Laissez-faire Supervision Supervision

5. Forms of Supervision - 1 Process supervision: • Sees the project as a cognitive process • Facilitates co-operation in the group • Starts reflexive processes • Asks facilitating (reflexive) questions in stead of pointing out solutions Supervision

6. Forms of Supervision - 2 Product supervision: • Focus on theoretical knowledge • Focus on solutions, which are often given • Project report must be coherent • The product/construction (or part of) should be finished Supervision

7. Forms of Supervision - 3 Control Supervision: • The group is tested • Thinks on the exam • The project period is one long exam • Is interested in the knowledge of the individual student Supervision

8. Forms of Supervision - 4 Laissez-faire Supervision: • The students are left to themselves • Lack of engagement • General and occasional comments • Uses minimal time Supervision

9. Forms of groups - 1 Supervision

10. Forms of groups - 2 Supervision

11. Characteristics for a well functioning group: • Common goal or objectives • Agreement about group standards • The members ”play” all the necessary roles • All group members respect each other Supervision

12. Co-operation: group classification Supervision

13. What might go wrong in the co-operation between supervisor and group? Supervision

14. Project and documentation Study guide objectives Students expectations Supervisors expectations Different expectations Supervision

15. Students opinions on supervision Good Supervision: • Overview in chaos • Cut through in critical situations • Solutions are not presented by the supervisor • Ask facilitating questions • The group is not controlled by the supervisor but by the group it self • Supervisor is well prepared and well informed Supervision

16. Students opinions on supervision Poor Supervision: • Supervisor does not express opinions about affective questions • Supervisor does not give constructive feed back/criticism • Lack of interest in the project and/or the students • The supervisor has poor knowledge about the students’ work and work process • Supervisor takes ownership of the project and controls the students’ learning process Supervision

17. Roles of the supervisor – good or poor ? • The group member– discipline oriented supervision with focus on product • Takes over responsibility for the project work • Very active in choice of theory and methods • Gives answers in stead of asking questions • The visitor– both discipline and problem oriented supervision with focus on process • Stands on the sideline, ready to kick or withdraw • Points out directions where to seek answers • The students own the project • The consultant– discipline or problem oriented laissez-fair supervision • Only activated on request • Only answers the questions asked • leave all decisions, planning and control to the group Supervision

18. Tasks of a supervisor • Before the semester start: • Prepare project proposals • Plan project courses • In the beginning of a project: • Help to find appropriate literature • Help establishing contacts with companies ect. • Discussing the project proposal with the students • During the whole project period: • Commenting both oral and written presentations/memos/working paper • Continued assessment of the professional level of both group and individual • At the end: • Examination Supervision

19. Tools for supervision • Learning objectives (Bloom) Supervision

20. Levels of understanding - Bloom • Knowledge • memorize • Comprehension • translation,interpretation • Application • Use, in new situations • Analysis • uncover relations between entities • Synthesis • Building something new of the entities • Evaluation • Judging Supervision

21. Tools for supervision • Learning objectives (Bloom) • Contracts Supervision

22. Contracts Why ? • Create common expectations • Secure clear agreements Supervision

23. Contracts How? Content could be: • Form of meetings • how often are you going to have meetings • how long meetings • where • agenda • chair of the meeting • students’ own objectives for the period • supervisors objectives for the period • areas of response to the “working papers” during the period: • Language, structure, details, methods • external contacts • response to the group process Supervision

24. Tools for supervision • Learning objectives (Bloom) • Contracts • Students’ peer assessment Supervision

25. Students’ peer assessment • Students in the same group reviewing each others written material • Students in the same group given small lectures for each other • Two groups acting as opponents for each other at seminars and exams Supervision

26. Tools for supervision • Learning objectives (Bloom) • Contracts • Students’ peer assessment • Process analysis Supervision

27. Process analysis - content Supervision

28. Process analysis – example Supervision

29. Tools for supervision • Learning objectives (Bloom) • Contracts • Students’ peer assessment • Process analysis • Facilitation Supervision

30. Facilitation • summarizing • mirroring • asking open-ended questions • use why, how, what, where • dynamic list of question • feedback as rethinking loudly Supervision

31. Tools for supervision • Learning objectives (Bloom) • Contracts • Students’ peer assessment • Process analysis • Facilitation • Questioning the team work Supervision

32. Questioning team work - 1 Put on the students’ agenda when starting the project: • level of ambitions • how to share the work • discipline of meetings • how to solve conflicts • social relations Supervision

33. Questioning team work - 2 • ask to the way the students organize the work and discuss the working process • ask to special project functions • discuss objectives for the organizational aspects • give individual consultations • feel the atmosphere - be present • let the students discuss • try to involve all the students Supervision

34. A model for Supervision Present ”Normal”supervision Evaluate a focus with timeout’s Supervision

35. Project supervision - preparation The Group (two days in advance) : • What have we accomplished (working papers) • What are we doing right now • Requested supervision • Agenda The Supervisor : • Read the working papers • Reflect upon and formulate questions to structure and details • Prepare for input to requested supervision Supervision

36. Project supervision – meeting The Group : • Chairs the meeting • Takes minutes • Presents the points of the agenda • All participate in the discussions The Supervisor : • Facilitates the students’ own reflection by asking questions • Involves all students in the discussions • Secure reflections on: • Contracts, working processes, progress, time schedule Supervision

37. Project supervision – follow up The Group : • Sends minutes of the meeting to the supervisor • Discusses and assesses the input from the supervisor • Revises working papers, time schedule etc. The Supervisor : • Reads the minutes and replies • Follows up on requested tasks Supervision

38. Lunch until 12.45 Supervision